Before the lesson, the teachers selected the debate motion and prepared a collection of reliable historical and contemporary resources. These included articles, speeches, historical documents, interviews, reports from human rights organisations and examples of youth-led initiatives. The resources represented different perspectives and enabled students to examine both the potential impact and the limitations of youth participation.
Students were divided into international groups and assigned different responsibilities. Two main teams prepared to support or oppose the motion, while other participants took on roles such as moderator, journalists, researchers, policymakers, historians or audience members. The proposition team prepared arguments supporting the idea that young people had both the capacity and responsibility to defend democratic values. The opposition team challenged the motion by examining its assumptions, limitations and possible consequences. Rather than arguing against freedom or democracy, the opposition considered whether young people had a special responsibility, whether their influence was sufficient and whether responsibility should be shared more equally across society.
Students researched their assigned perspectives before the debate. They identified examples, prepared evidence, anticipated counterarguments and agreed on the key points they wanted to communicate. The teacher provided a planning worksheet to help them organise their claims, supporting evidence, explanations and responses to opposing arguments.
Clear rules were established for the debate. Students were expected to listen without interrupting, address arguments rather than attack individuals, support factual claims with credible evidence and acknowledge uncertainty when necessary. The aim was not simply to win but to develop a better understanding of a complex civic question. The materials used included research resources, debate preparation worksheets, role cards, a timer, presentation materials and an assessment rubric. A board or digital collaboration platform was used to record the main arguments and questions raised during the debate.